AND LIFE SKILLS WORKBOOK Teen Friendship Workbook

TEEN

MENTAL HEALTH AND LIFE SKILLS

WORKBOOK

Teen

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Illustrated by Amy L. Brodsky, lisw-s

Duluth, Minnesota

m 101 W. 2nd St., Suite 203 l o Duluth MN 55802 ia .c 800-247-6789

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r te on Teen Friendship Workbook a s Facilitator Reproducible Self-Assessments, r Exercises & Educational Handouts M e Copyright ?2011 by Ester A. Leutenberg and John J. Liptak.

All rights reserved. Except for short excerpts for review purposes

d P and materials in the assessment, journaling activities, and

educational handouts sections, no part of this book may be

te le reproduced or transmitted in any form by any means, electronic

or mechanical without permission in writing from the publisher.

h o Self-assessments, exercises, and educational handouts are meant

to be photocopied.

ig h All efforts have been made to ensure accuracy of the information

contained in this book as of the date published. The author(s)

r and the publisher expressly disclaim responsibility for any W adverse effects arising from the use or application of the y t information contained herein. op e a Printed in the United States of America C s 10 9 8 7 6 5 4 3 2 1 haEditorial Director: Carlene Sippola

Art Director: Joy Morgan Dey

urcLibrary of Congress Control Number: 2010937661 P ISBN: 978-1-57025-249-5

Using This Book (For the professional)

Teenagers choosing healthy friendships is of monumental importance! As children enter middle school and high school, they will be experiencing changes in friends, personal style, social life, movies, music, emotions, etc., in fact in all aspects of their lives. They will also meet new friends who are experiencing these same changes. Teens want to spend more time with friends of their own age without supervision.

m With peers they can feel independent and connected as they develop and experience l o identities of their own. They will challenge authority, unable to see the value of ia .c advice from parents or other adults. r Peer pressure, positive or negative, directs their choices and decisions. The thoughts e n and actions of peers usually carry more weight than those from parents or other t o adults. Teenagers may question their family and/or household's rules and values. a s Friends can be a positive force for teens. As people mature, they choose friends r who share their tastes and values. Good friends influence each other to keep sound M e values. They will talk each other out of, rather than into, troublesome situations. d P Positive role modeling in friends affects social behaviors, understanding

and acceptance.

te le Teenagers' social circle may have different thoughts on what's okay and acceptable. h o Going along with the crowd may be "cool", even though it may involve disobeying

parents, not doing schoolwork, risk-taking, and/or keeping up with their friends'

ig h material values. r W Teenagers who have friends that engage in problem behavior, delinquency, y substance abuse, violence, are much more likely to behave the same way. Negative t role modeling in friends will influence and encourage poor judgment, bad habits, p a risky, and possibly illegal behavior. The Teen Friendship Workbook will serve as a o guide to assist teens in choosing their friends wisely, thus avoiding potentially risky C e situations. Being able to say "no" and not be negatively influenced by peers is one of s the goals of this book. a Choice of friends can make a huge difference. Healthy friendships are full of joy, h fun, caring, empathy and mutual support. Friendships grow with time and require c a variety of skills that often need to be developed. The goal of this workbook is to r help participants explore the skills they are using in their friendships. It incorporates u interesting and eye-opening assessments to encourage participants to explore their Pown personal friendship behavior, as well as that of their friends.

(Continued)

Using This Book (For the professional, continued)

The Teen Friendship Workbook contains five separate sections to help teens learn more about themselves and the skills that are fundamental to developing and maintaining healthy friendships. Participating in these exercises will help teens discover and better understand the importance of these skills to live in harmony with a friend or a set of friends.

m SECTIONS OF THIS BOOK l o Characteristics of Friends Scale ia .c helps teens explore the types of positive and negative qualities their friends possess. er n Friendship Skills Scale t o helps teens identify the strengths and weakness they possess in interacting with their a s friends. M r Friend Communication Skills Scale e helps teens identify and explore how well they are communicating with their friends d P and develop better friendship communication skills. te le Friendship Personality Scale h o helps teens understand their own personality and the personality of their friends to ig h better accept each another for the ways they are different. r W Peer Pressure Scale y t helps teens identify the ways in which they feel pressured or influenced by their p friends to do things they may or may not want to do. o e a By combining reflective assessment and journaling, participants will be exposed to a C s powerful method of combining verbalizing and writing to reflect on and solve problems. a Participants will become more aware of the strengths and weaknesses of their specific h relationship and friendship-building skills. c Preparation for using the assessments and activities in this book is important. The authors r suggest that prior to administering any of the assessments in this book, you complete u them yourself. (Think back to your teen years.) Working on each assessment yourself will P familiarize you with the format of the assessments, the scoring directions, the interpretation

guides and the journaling activities. Although the assessments are designed to be selfadministered, scored and interpreted, this familiarity will help prepare facilitators to answer questions participants might ask about the assessments.

The Assessments, Journaling Activities and Educational Handouts

The Assessments, Journaling Activities, and Educational Handouts in The Teen Friendship Workbook are reproducible and ready to be photocopied for participants' use. Assessments contained in this book focus on self-reported. Accuracy and usefulness of the information provided depends on the truthful information that each participant provides through self-

m examination. By being honest, participants help themselves to learn about unproductive and

ineffective friendship patterns, and to uncover information that might be keeping them from

l o being as happy and/or as successful in friendships as they might be. ia .c Advise the teens using the assessments that they should not spend too much time trying to er n analyze the content of the questions; their initial response will most likely be true. Regardless

of individual scores, encourage participants to write and talk about their findings and their

t o feelings pertaining to what they have discovered about themselves. Exploring teen friendship a s exercises will be helpful to the teens now and as they mature into adulthood. d M Per Use Codes for Confidentiality te le Confidentiality is a term for any action that preserves the privacy of other people.

Because the teens completing the activities in this workbook will be asked to

h o answer assessment items and to journal about and explore their relationships ig h with their friends, you will need to discuss confidentiality before you begin using

the materials in this workbook. Maintaining confidentiality is important as it

r W shows respect for others and allows the participants to explore their feelings y without hurting anyone's feelings or fearing gossip, harm or retribution. p t In order to maintain confidentiality, explain to the participants that they need to a assign a code name for each person they write about as they complete the various o e activities in the workbook. For example, a friend named Joey who enjoys going to C hockey games might be titled JHG (Joey Hockey Games) for a particular exercise. s In order to protect their friends' identities, they may not use people's actual names a or initials ? just codes. PurchThanks to the following whose input in this book has been so valuable!

Teva Belle Kaplan

Lucy Ritzic, OTR/L

Jay Leutenberg

Eileen Regen, M.Ed., CJE

Kathy Liptak, Ed.D.

Layout of the Book

This book includes the following reproducibles in all 5 sections:

? Assessment Instruments ? Self-assessment inventories with scoring directions and interpretation materials. Group facilitators can choose one or more of the activities relevant to their participants.

? Activity Handouts ? Practical questions and activities that prompt self-reflection and

m promote self-understanding. These questions and activities foster introspection and

promote pro-social behaviors.

l o ? Reflective Questions for Journaling ? Self-exploration activities and journaling ia .c exercises specific to each assessment to enhance self-discovery, learning, and healing.

? Educational Handouts ? Handouts designed to supplement instruction can be

er n used individually or in groups. They can be distributed and converted into masters t o for individual copies, transparencies for overheads, scanned for other digital

presentations or written down on a board and discussed.

Ma ers Who should use this program? d P This book has been designed as a practical tool for helping professional therapists, te le counselors, marriage and family therapists, psychologists, teachers, group leaders, etc.

Depending on the role of the professional using The Teen Friendship Workbook and the

h o specific group's needs, the sections can be used individually, combined, or implemented as ig h part of an integrated curriculum for a more comprehensive approach. yr W Why use self-assessments? t Self-assessments are important in teaching various life skills. Participants will . . . p a ? Become aware of the primary motivators that guide behavior. o e ? Explore and learn to indentify potentially harmful situations. C ? Explore the effects of messages received in childhood. s ? Gain insight that will guide behavioral change. a ? Focus thinking on behavioral goals for change. h ? Uncover resources that can help to cope with problems and difficulties. c ? Identify personal characteristics without judgment. r ? Develop full awareness of personal strengths and weaknesses. u Because the assessments are presented in a straightforward and easy-to-use P format, individuals can self-administer, score, and interpret each assessment

independently.

Introduction for the Participant

You and your friends can influence each other in positive and negative ways; your choice of

friends is important. By choosing wisely, you and your friends will benefit from your each

other. One of the most important aspects in building your friendships is that you always need

to be yourself ? and true to yourself. You do not need to change who you are, nor should your friends expect you to change for them.

m Before you make new friends, or evaluate your present friends, it helps to know what kind

of person you want as your friend. It helps to have friends who like to do the same type of

l o things you do and who share the same values that you do. That doesn't mean you have to be ia .c exactly like each other, just that you enjoy some of the same things. Sports, books and music r are some examples of activities that might be good to have in common. Values might be e n the importance of family, honesty, good grades, being safe, etc. Without compromising, and t o sticking to your decisions by being true to yourself, you're bound to find and have friends a s who are excited about the same things that excite and interest you. r Your friendships may be changing because you and your friends are changing. Teenage years M e are a time of physical, emotional, and social growth and change. These changes happen d P at different times, or at different speeds, for each person. You might not need to end old

friendships, but these relationships may need to change. You may find that you don't have

te le as much in common with some friends as you used to. It's important to pay attention to your

feelings, and to know what you enjoy doing. If your friends seem to be spending more time

h o in actions and activities that you don't enjoy, you might benefit by finding some new friends ig h who share your interests. r Choosing and being a good friend definitely requires a set of skills you can use throughout y W your life. The Teen Friendship Workbook is designed to help you learn more about yourself, t identify the effective and ineffective aspects of your friendships, and find better ways to use p a newfound skills to develop and maintain healthy friendships that bring out the best in you ? o that help you to be true to yourself. C se IMPORTANT a You will be asked to respond to assessment items and to journal about h and explore your relationships with your friends. Everyone has the right to c confidentiality, and you need to honor the right to privacy of others. Think about r it this way ? you would not want someone writing things about you that other Pu people could read about. Your friends feel this way also.

In order to maintain the confidentiality of your friends, assign people code names

based on things you know about them. For example, a friend named Sherry who

loves to wear purple might be coded as SWP (Sherry Wears Purple). Do not use

people's actual names when you are listing your friends.

(Continued)

(Introduction for the Participant continued)

Specific Signs of a Healthy Friendship

? Adaptability ? Pride in each other

m ? Trust in each other l o ? Positive peer pressure ia .c ? Respect for each other r ? Listening to each other e n ? Shared decision making t o ? Support in times of need a rs ? Reliability and dependability M e ? Support of each other's goals d P ? Caring treatment of each other te le ? Fun without the need of substances h o ? Sense of feeling safe with each other ig h ? Acceptance of responsibility for actions

? Encouragement of each other's interests

r W ? Communication is open, honest and direct y t ? Ease in talking to each other about feelings p a ? Ability to see from each other's perspective o e ? Acknowledgement of the need for alone time C s ? Arguments solved without hurting each other a ? Important matters discussed openly and freely h ? Laughter and enjoyment of time with each other c ? Willingness to listen to and respect the rights of each other ur? Apologies sincerely offered when you know you were wrong P? Awareness about how one is treated and how each treats the other

? Encouragement of each other's daily problem-solving and decision-making

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